So far the two articles I have read, "Rethinking Homework" and "When Homework Works" have proven useful in that I am always reformulating what I do in my class. Because I reach Reading, I consider that so much of what kids should do involves reading everything. It is only when a strategy or concept comes into play that I might assign something 'extra.' I have greatly reduced what kids should do outside my class. I'm not sure I totally agree with Kohn's ideas in "Rethinking..." though. I do agree that much of what parents expect from middle school is a certain amount of homework. I think that any forum involving a sea change in homework policy needs then to involve people on the home front. A survey could be designed on parents' ideas on what homework should do, how much, if any, is reasonable, what they think constitutes help and support of the kids, etc. Another problem is that teachers themselves differ widely on homework policy and expectations, and that might be a harder problem to solve.
Interesting in Checkley's article that time spent on homework is one major consideration - since time is at a premium for both teachers and students, how much time is worth spending on work outside of school - is any? I especially liked and will keep her 'Self-Assessment' tips for future use.
What I have done from Sept. I have been rethinking my homework policy a great deal since last year, somewhat because it occurred to me that in student' eyes some of it could be considered 'busywork,' though in our eyes there were much nobler purposes. Since administration seems to favor at least a consideration that time spent on homework should perhaps be reduced, and facing the facts that many, if not most, students either rush through homework just to get it done, don't do it at all, or copy from someone, in a very real sense I am becoming less convinced of its purpose. There is also the issue of control. I have much more control of work done in my classroom, under my direction and tutelage, than I have after students walk out the door. Any reteaching, redirection, refocusing, will only happen if I am there. I cannot count on a conducive environment at home.
All in all, I am back to wondering what other teachers think of this issue. It would be interesting to discuss the issue in a relaxed, honest forum to determine how divergent the opinions really are.
I just took time to read some of my peers' opinions. I believe we are all wondering the same things. Everyone wants schoolwork to challenge and motivate, not smother, not discourage, help to learn, help to stretch experience, enrich and stay with our students...And how to do this, regardless of years of experience or not, is still a matter of opinion. Fundamentally, though, for me in Reading, one small consideration has always been that I never wanted my students to consider Reading a burden, something that was idious. I wanted them to find joy in it, pie-in-the-sky as that sounds.
Interesting in Checkley's article that time spent on homework is one major consideration - since time is at a premium for both teachers and students, how much time is worth spending on work outside of school - is any? I especially liked and will keep her 'Self-Assessment' tips for future use.
What I have done from Sept. I have been rethinking my homework policy a great deal since last year, somewhat because it occurred to me that in student' eyes some of it could be considered 'busywork,' though in our eyes there were much nobler purposes. Since administration seems to favor at least a consideration that time spent on homework should perhaps be reduced, and facing the facts that many, if not most, students either rush through homework just to get it done, don't do it at all, or copy from someone, in a very real sense I am becoming less convinced of its purpose. There is also the issue of control. I have much more control of work done in my classroom, under my direction and tutelage, than I have after students walk out the door. Any reteaching, redirection, refocusing, will only happen if I am there. I cannot count on a conducive environment at home.
All in all, I am back to wondering what other teachers think of this issue. It would be interesting to discuss the issue in a relaxed, honest forum to determine how divergent the opinions really are.
I just took time to read some of my peers' opinions. I believe we are all wondering the same things. Everyone wants schoolwork to challenge and motivate, not smother, not discourage, help to learn, help to stretch experience, enrich and stay with our students...And how to do this, regardless of years of experience or not, is still a matter of opinion. Fundamentally, though, for me in Reading, one small consideration has always been that I never wanted my students to consider Reading a burden, something that was idious. I wanted them to find joy in it, pie-in-the-sky as that sounds.